Identifying Data 2019/20
Subject (*) Curriculum development and didactics of the foreign language Code 652609921
Study programme
7 Mestrado Universitario en Profesorado de Educación Secundaria: Linguas Extranxeiras
Descriptors Cycle Period Year Type Credits
Official Master's Degree Yearly
 First Obligatory 3
Language
Spanish
Galician
English
Teaching method Face-to-face
Prerequisites
Department Letras
Coordinador
Barros Grela, Eduardo
 E-mail
eduardo.barros@udc.es
Lecturers
Barros Grela, Eduardo
 E-mail
eduardo.barros@udc.es
Web
General description Esta asignatura pretende achegar ao alumno/a as destrezas fundamentais de como deseñar o currículo e como levar a cabo as diferentes estrateias didácticas no Ensino Secundario e nas Escolas Oficiais de Idiomas nas materias de Linguas Estranxeiras.

Study programme competencies
Code Study programme competences
A3 (CE-G3)Elaborar propostas baseadas na adquisición de coñecementos, destrezas e aptitudes intelectuais e emocionais.
A4 (CE-G4)Identificar e planificar a resolución de situacións educativas que afectan a estudantes con diferentes capacidades e ritmos de aprendizaxes
A5 (CE-G5)Coñecer os procesos de interacción e comunicación no aula e no centro, abordar e resolver posibles problemas
A6 (CE-G6) Coñecer a evolución histórica do sistema educativo no noso país
A7 (CE-G7)Coñecer e aplicar recursos e estratexias de información, tutoría e orientación académica e profesional
A9 (CE-G9)Participar na definición do proxecto educativo e nas actividades xerais do centro atendendo a criterios de mellora da calidade, atención á diversidade, prevención de problemas de aprendizaxe e convivencia
A10 (CE-G10)Relacionar a educación co medio e comprender a función educadora da familia e a comunidade, tanto na adquisición de competencias e aprendizaxe como na educación no respecto dos dereitos e liberdades, na igualdade de dereitos e oportunidades entre homes e mulleres e na igualdade de trato e non discriminación das persoas con discapacidade
A19 (CE-E5)Coñecer os desenvolvementos teórico-prácticos do ensino e a aprendizaxe das materias correspondentes.
A20 (CE-E6)Transformar os currículos en programas de actividades e de traballo.
C2 Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro.
C6 Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse.

Learning aims
Learning outcomes Study programme competences
Know how to properly structure a teaching curriculum in the areas of secondary education or in the EOI. AJ4
AJ5
AJ6
AJ7
AJ9
AJ10
AJ19
AJ20
 CC2
To know the development of the different strategies to build up a teaching curriculum AJ3
AJ4
AJ5
AJ6
AJ7
 CC2
CC6
To know the different technical and theoretical approaches for the construction of a teaching curriculum. AJ5
AJ6
AJ19
 CC2
To know the Common European Framework for Languages. AJ5
AJ6
AJ19
 CC2
To understand the sociological relevance of elaborating a teaching curriculum AJ5
AJ6
AJ19
 CC6
To know the different schools and theories for the development of the learning process of foreign languages AJ5
AJ6

Contents
Topic Sub-topic
The Common European Framework of Reference of Languages. Documents.
Description and different features
Curriculum development models.
 A Study of the different approaches to EFL curriculum design.
Designing curriculum through Tasks.
Designing curriculum through Projects.
Communicative competence acquisition.
 Examples of the communicative competence.
Other models of curriculum production (constructivism, etc.).
From the communicative competence to effective language teaching.
Teaching Competences.
Curriculum development through skills.
Teaching syllabus and curriculum design. Examples of curriculum design.
The language-integrated curriculum.
The concept of 'learning sequence' within the curriculum. Methodology and practice.
Curriculum design and schools. Individualized Educational Project.
Curriculum adaptations and syllabus.
The educational context.

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Student portfolio A19 A20 C2 0 8 8
Oral presentation A3 A5 A19 A20 C2 2 10.5 12.5
Document analysis A6 A7 A19 C2 0 10 10
Supervised projects A4 A5 A7 A9 A19 A20 C2 C6 0 8 8
Objective test A4 A5 A6 A19 A20 C2 2 5.5 7.5
Workshop A3 A4 A7 A10 A20 C2 10 11 21
ICT practicals C2 C6 2 0 2
Directed discussion A3 A4 A5 A10 A19 C2 C6 5 0 5
 
Personalized attention 1 0 1
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies Description
Student portfolio Written exercises. Class activities. Homework.
Oral presentation Students' oral delivery of verbal and visual information about any aspect of the programme, specifically elaborated for the subject.
Document analysis Study of papers or official documents related to the Education System.
Supervised projects Student's assignments (essays, activities, ppt presentations, etc)
Objective test Practical and theoretical exam.
Workshop Educational classes and seminars emphasizing students and teacher's interaction.
ICT practicals Practical classes involving ICTs and their use in the classroom.
Directed discussion The teacher conducts discussion in the classroom.

Personalized attention
Methodologies
Supervised projects
Description
In-class supervision.

Online supervision is also provided.

Assessment
Methodologies Competencies Description Qualification
Oral presentation A3 A5 A19 A20 C2 Oral presentation in the classroom (individual or in pairs) 50
Supervised projects A4 A5 A7 A9 A19 A20 C2 C6 Special assignments, either groupal or individual, guided and supervised by the teacher. 35
Objective test A4 A5 A6 A19 A20 C2 Practical and theoretical exam. 15
 
Assessment comments

Attendance to classes is compulsory. Students who have been granted exemption, as specified in the university regulations, will be assessed according to the applicable criteria. These students must contact the professor frequently in order to discuss contents and assessment.

For the September and December exams, students will have to deliver their Oral Presentations (in this case, individual presentations) (50%) and take the "objective test" (15%). Additionally, they will be required to submit all supervised projects through the virtual platform (35%), in all cases by the day of the officail exam. 

Sources of information
Basic

-CANDLIN, C.N. (ed.), The Communicative Teaching of English: Principles and an Exercise Typology, Longman, Londres, 1981.
- CANDLIN, Ch., Hacia la enseñanza de lenguas basada en tareas en Comunicación, Lenguaje y Educación, 7-8, pp.33-53, 1990.
- ELLIS, R., Instructed second language acquisition: learning in the classroom, Cambridge, Basil Blackwell, Ma, 1990.
- ELLIS, R., Understanding Second Language Acquisitionm O.U.P., Oxford, 1986.
- ESTAIRE, S. e ZANÓN, J., El diseño de unidades didácticas mediante tareas: principios y desenvolvemento, en
- GALISSON, R., D'hier à aujourd' hui, la didactique générale des langues, CLE International, París, 1980..
- GALISSON, R. (ed.), Lignes de force du renouveau actuel en didactique des langues étrangères, Clé International, París, 1980.
- GAONAC’H, D. (Coord.) Acquisition et utilisation d’une langue ‘etrangère. L’approche cognitive,: Hachette, Paris 1990.
- GIACOBBE, J. "Le recours à la langue première (une approche cognitive)", en - GAONAC'H (ed.), Acquisition et utilisation d'une langue étrangère, Hachette, París, 1990.
- KRASHEN, S. D., The Input Hypothesis: Issues and Implications, Longman, Londres, 1985.
- VEZ, J. M., Pensar la innovación en el aula de lengua extranjera en Aula de Innovación Educativa, nº 33, pp. 5-11, 1994.
- VEZ, J. M., Le véhicule de culture de proximité en J.-P. Atal et al. (coord.), Comprendre les langues, aujourd'hui, pp. 95-108, La TILV, París, 1995.
- VEZ, J. M., Perspectives communicatives et développement des curricula des langues européennes en E.L.A. (Etudes de Linguistique Appliquée), nº 100, pp. 55-66, 1995.
- VEZ, J. M., Planificar na aula de lingua inglesa en ADAXE, nº 11, pp. 153-164, 1995.
- VEZ, J. M., Aspectos innovadores en el área de lengua extranjera en C. Rosales et al., I Congreso de Innovación Educativa, Tórculo, Ed. Santiago de Compostela, pp. 69-89, 1996.
- VEZ, J. M., La intercomprensión (aprender a comprender las lenguas): Una autopista comunicativa para Europa en J. M. Oro e J. Varela (eds.), Adquisición e Aprendizaxe das linguas Segundas e as súas Literaturas, Deputación Provincial, Lugo, 1996 (en prensa).
- VEZ, J. M., Mujer y desarrollo profesional: estudio de caso de una maestra de lengua inglesa en A. Marco (coord), Estudios sobre mujer, lengua y literatura, Servizo de Publicacións, Universidade de Santiago de Compostela, pp. 57-97, 1996 (en prensa).
- VEZ, J.M. (dir.), English Language Modular Packs for ESO, vols. I-VII, M.E.C.-Edelvives, Zaragoza, 1995.
- VEZ, J. M., As aprendizaxes de linguas estranxeiras. Avances da investigación no marco dunha dimensión europea en Revista Galega do Ensino (Xunta de Galicia), 23, pp. 115-145, 1999.
- VEZ, J. M., Argumentos favorables a un pacto curricular en las áreas lingüísticas en J. A. González Riaño (coord.), Enseñances Llingüístiques y Competencies Educatives, pp. 15-39, Academia de la Llingua Asturiana, Oviedo, 2001a.
- VEZ, J. M., Formación en Didáctica de las Lenguas Extranjeras.), Ed. Homo Sapiens, Rosario, Argentina, 2001b.
- VEZ, J. M., TEFL as a learning profession en E. García Sánchez (ed.), Present and Future Trends in TEFL, pp. 15-30, Servicio de Publicaciones de la Universidad de Almería, Almería, 2001c.
.

 
Complementary

CABERO, J. (2001). “Tecnología educativa. Diseño y utilización de medios en la enseñanza”. Barcelona, Paidós.

COM. (2000). “Designing Tomorrow´s Education. Promoting Innovation with New Technologies”. Informe de la Comisión para el Consejo y el Parlamento Europeo, Bruselas, 27/1/2000.

GISBERT, M. (2001). “Nuevos Roles para el profesorado en entornos digitales”. En SALINAS, J. y BATISTA, A. (Coord.) “Didáctica y tecnología educativa para una Universidad en un mundo digital”. Ciudad de Panamá: Facultad de Ciencias de la Educación de la Universidad de Panamá. ICC (2002). “The Impact of Information and Communications Technologies

on the Teaching of Foreign Languages and on the Role of Teachers of Foreign Languages”. Directorio General de Educación y Cultura, Unión Europea.

LUFTI, T.; GISBERT, M. y FANDOS, M. (2001). “El ciberprofesor, formador en la aldea global”. En “Las ciencias sociales en Internet”. Mérida: Consejería de Educación, Ciencia y Tecnología. pp. 59-76.

__________________________

Ali, I./Ganuza, J.L. (1997) Internet en la educación, Anaya Multimedia, Madrid.

Andrieu, O. (1997) Cómo buscar y encontrar en Internet, Ediciones Gestión 2000, Barcelona.

Arnanz, C. (22/04/1998) Enredar en Inglés, Aprender Idiomas sin esfuerzo, ABC Informática, pp. 30-31.

Barron, A. (1998) "Designing Web-based Training", en British Journal of Educational Technology, Vol. 29, no.4, pp. 355-370, Blackwell, London (UK).

Collis, B. (1996) Tele-learning in a Digital World: The Future of Distance Learning. Thomson Computer Press, Oxford (UK).

Kearsley, G./Hunter, B./Furlong, M. (1992) We teach with Technology: New Visions for Education, Franklin, Beedle & Associates, Oregon (EEUU)

Recommendations
Subjects that it is recommended to have taken before

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus

Other comments

Classes will be mostly delivered in English language. 

Students who are unable to attend one of the sessions must justify their absence properly.
It is recommended to send the work electronically and if it is not possible, do not use plastics, choose double-sided printing, use recycled paper and avoid printing drafts.
Sustainable use of resources and prevention of negative impacts on the natural environment are highly recommended.
The importance of ethical principles related to the values of sustainability in personal and professional behavior must be taken into account.


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.